Citations (75)
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Hannah Wilson, Matthew Tucker, Claire Hannibal & Zhuohua Qu. (2021) Learning together, learning apart: integrated action learning through a socio-technical systems lens. Action Learning: Research and Practice 18:1, pages 5-19.
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Cristian A. Muñoz, Mauricio E. Guerra & Simon Mosey. (2020) The potential impact of entrepreneurship education on doctoral students within the non-commercial research environment in Chile. Studies in Higher Education 45:3, pages 492-510.
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Mark J. Hager, Frances Turner & Stephanie Dellande. (2019) Academic and social integration: psychosocial support and the role of developmental networks in the DBA. Studies in Continuing Education 41:2, pages 241-258.
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Hilary Lindsay, Lucinda Kerawalla & Alan Floyd. (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education 43:12, pages 2321-2335.
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Annette Fillery-Travis. (2018) Introduction. Studies in Higher Education 43:5, pages 809-813.
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David Boud, Annette Fillery-Travis, Nico Pizzolato & Brian Sutton. (2018) The influence of professional doctorates on practice and the workplace. Studies in Higher Education 43:5, pages 914-926.
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Annette Fillery-Travis & Linda Robinson. (2018) Making the familiar strange – a research pedagogy for practice. Studies in Higher Education 43:5, pages 841-853.
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Ray R. Buss, Ron Zambo, Debby Zambo, Jill A. Perry & Tiffany R. Williams. (2017) Faculty members’ responses to implementing re-envisioned EdD programs. Studies in Higher Education 42:9, pages 1624-1640.
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Ami Zusman. (2017) Changing Degrees: Creation and Growth of New Kinds of Professional Doctorates. The Journal of Higher Education 88:1, pages 33-61.
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Israel Kariyana, Reynold A. Sonn & Newlin Marongwe. (2017) Objectivity of the subjective quality: Convergence on competencies expected of doctoral graduates. Cogent Education 4:1.
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Andrew J. Sense. (2016) Work-based research degrees: systematic cultivation through a University–industry network space. Studies in Higher Education 41:6, pages 933-954.
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Johnson Chun-Sing Cheung. (2016) The A+ of a practice doctorate. China Journal of Social Work 9:2, pages 127-140.
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Harriet Goodman. (2015) Current Issues in Social Work Doctoral Education. Journal of Teaching in Social Work 35:1-2, pages 29-45.
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Mery Diaz. (2015) The “New” DSW Is Here: Supporting Degree Completion and Student Success. Journal of Teaching in Social Work 35:1-2, pages 101-115.
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Andreas Werr & Lars Strannegård. (2014) Developing researching managers and relevant research – the ‘executive research programme’. Innovations in Education and Teaching International 51:4, pages 411-424.
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Annette Jayne Fillery-Travis. (2014) The framework of a generic DProf programme – a reflection on its design, the relational dimension for candidates and advisers and the potential for knowledge co-creation. Studies in Higher Education 39:4, pages 608-620.
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Daniel W. Salter. (2013) One university's approach to defining and supporting professional doctorates. Studies in Higher Education 38:8, pages 1175-1184.
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Carol Costley. (2013) Evaluation of the current status and knowledge contributions of professional doctorates. Quality in Higher Education 19:1, pages 7-27.
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Stan Lester. (2012) Creating original knowledge in and for the workplace: evidence from a practitioner doctorate. Studies in Continuing Education 34:3, pages 267-280.
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Lee-Ann Fenge. (2012) Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity. Studies in Higher Education 37:4, pages 401-414.
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Felly
Chiteng Kot & DarwinD. Hendel. (2012) Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: a comparative analysis. Studies in Higher Education 37:3, pages 345-364.
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Carol Costley & Stan Lester. (2012) Work-based doctorates: professional extension at the highest levels. Studies in Higher Education 37:3, pages 257-269.
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Lee‐Ann Fenge. (2010) Sense and sensibility: making sense of a Professional Doctorate. Reflective Practice 11:5, pages 645-656.
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Stan Lester & Carol Costley. (2010) Work‐based learning at higher education level: value, practice and critique. Studies in Higher Education 35:5, pages 561-575.
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Laura Servage. (2009) Alternative and professional doctoral programs: what is driving the demand?. Studies in Higher Education 34:7, pages 765-779.
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A. Stewart & Le Chen. (2009) Developing a framework for work integrated research higher degree studies in an Australian engineering context. European Journal of Engineering Education 34:2, pages 155-169.
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Lee‐Ann Fenge. (2009) Professional Doctorates—A Better Route for Researching Professionals?. Social Work Education 28:2, pages 165-176.
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Gavin Melles. (2008) AN ENLARGED PRAGMATIST INQUIRY PARADIGM FOR METHODOLOGICAL PLURALISM IN ACADEMIC DESIGN RESEARCH. Artifact 2:1, pages 3-11.
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Hongqing Yang & Ricky Jeffrey. (2021) Industrial Doctorate: A Case Study of Doctor of Engineering in the United Kingdom. Industrial Doctorate: A Case Study of Doctor of Engineering in the United Kingdom.
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Valerie Anderson & Jeff Gold. (2019) The value of the research doctorate: A conceptual examination. The International Journal of Management Education 17:3, pages 100305.
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Carron M Blom & Peter M Guthrie. (2019) Approaching complexity: an exposition on research methods for infrastructure systems. Proceedings of the Institution of Civil Engineers - Engineering Sustainability 172:5, pages 220-231.
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Louise C. Kovacs & Sarah Corrie. (2017) Executive coaching in an era of complexity. Study 1. Does executive coaching work and if so how? A realist evaluation. International Coaching Psychology Review 12:2, pages 74-89.
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Pauline Armsby. (2012) Accreditation of experiential learning at doctoral level. Journal of Workplace Learning 24:2, pages 133-150.
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Stephen Southern, Rochelle Cade & Don W. Locke. (2012) Doctor of Professional Counseling. The Family Journal 20:1, pages 5-12.
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JOHN FULTON, JUDITH KUIT, GAIL SANDERS & PETER SMITH. (2012) The role of the Professional Doctorate in developing professional practice. Journal of Nursing Management 20:1, pages 130-139.
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